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All Journal Jurnal Sosiologi Reflektif Majalah Kedokteran Sriwijaya Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Beta: Jurnal Tadris Matematika Jurnal Ilmiah Profesi Pendidikan Mandalika Mathematics and Educations Journal Griya Journal of Mathematics Education and Application Rengganis Jurnal Pengabdian Masyarakat Kontribusi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat Prosiding Konferensi Nasional PKM-CSR Jurnal Pijar MIPA Al-Irsyad Journal of Mathematics Education International Journal of Computing Science and Applied Mathematics-IJCSAM
Laila Hayati
Universitas Mataram
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences

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Pengaruh Perfeksionisme dan Prokrastinasi Akademik terhadap Kemampuan Pemecahan Masalah Matematis Siswa Kelas X SMAN 1 Kediri Wardatul Uyun; Laila Hayati; Eka Kurniawan
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.11439

Abstract

Mathematical problem-solving ability is an essential competence in mathematics learning, contributing to the development of students’ reasoning and higher-order thinking skills, and is influenced by psychological factors such as perfectionism and academic procrastination. This study aimed to analyze the effects of perfectionism and academic procrastination, both partially and simultaneously, on the mathematical problem-solving ability of tenth-grade students at SMAN 1 Kediri in the 2025/2026 academic year. This study employed a quantitative approach with an ex post facto design. The sample consisted of 31 students selected through cluster sampling from four classes. The instruments included a perfectionism questionnaire, an academic procrastination questionnaire, and a mathematical problem-solving test based on Polya’s indicators. Data were analyzed using multiple linear regression preceded by normality, linearity, multicollinearity, and heteroscedasticity tests. The results of the prerequisite tests indicated that the data were normally distributed, the relationships among variabels were linear, and no multicollinearity or heteroscedasticity was detected. The regression analysis showed that perfectionism had a significant effect of 46.7%, while academic procrastination had a significant negative effect of 30.4%. Simultaneously, both variabels had a significant effect on students’ mathematical problem-solving ability of 59.3%..
Partition Dimension of Bridge Graphs Between Complete and Star Graphs Amrullah Amrullah; Laila Hayati; Junaidi Junaidi
(IJCSAM) International Journal of Computing Science and Applied Mathematics Vol. 11 No. 2 (2025)
Publisher : LPPM Institut Teknologi Sepuluh Nopember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12962/j24775401.ijcsam.v11i2.8363

Abstract

This paper investigates the determination of the partition dimension for a \emph{bridge graph} formed by connecting a clique $K_n$ and a star $K_{1,m}$ through a single edge. Although the partition dimension has been extensively studied for various families and graph operations, the mixed dense--sparse case on $B(K_n,K_{1,m})$ remains unsettled, since the result is sensitive to the position of the bridge edge and the balance between the size parameters $n$ and $m$.We combine distance symmetry arguments, leaf-based constraints at the star center, and explicit constructions of distinguishing partitions to obtain tight values of the partition dimension. The study begins with the basic cases $K_1$ and $K_2$, and then proceeds to the general case with parameters $n\ge 2$. The main result shows that for the \emph{central bridge} ($e=v_1x$), it holds that $pd(B)=n-1$ if $m<n$, $pd(B)=n$ if $m=n$, and $pd(B)=m$ if $m>n$; for the \emph{leaf bridge} ($e=v_1u_1$), it holds that $pd(B)=n$ when $m\le n$, and$pd(B)=m-1$ when $m>n$. These results demonstrate that the location of the bridge edge, together with the size parameters $m$ and $n$ of the components, can sharpen the partition dimension value of the graph prior to the bridging operation.
Analisis Kemampuan Numerasi Siswa dalam Menyelesaikan Soal Asesmen Kompetensi Minimum (AKM) Siswa Kelas XI SMA Negeri 1 Alas Yomi Ramdhani; Laila Hayati; Dwi Novitasari; Nurul Hikmah
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 2 (2025): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i2.3299

Abstract

Terdapat dua kompetensi mendasar yang diukur AKM yaitu literasi membaca dan literasi matematika (numerasi). Penelitian ini bertujuan untuk mendeskripsikan kemampuan numerasi siswa dalam menyelesaikan soal Asesmen Kompetensi Minimum (AKM) pada siswa kelas XI SMA Negeri 1 Alas tahun ajaran 2024/2025. Penelitian ini menggunakan pendekatan deskriptif kualitatif untuk menganalisis kompetensi numerasi siswa berdasarkan indikator yang telah ditetapkan. Teknik pengumpulan data pada penelitian ini menggunakan tes, wawancara dan dokumentasi. Teknik analisis data menggunakan analisis uji validitas Aiken’s V dan analisis model interaktif Miles dan Huberman, yang terdiri dari reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukan bahwa kemampuan numerasi siswa kelas XI SMA Negeri 1 Alas sebagian besar siswa berada pada kategori sedang (51%), sementara 38% masuk dalam kategori rendah, dan hanya 11% yang memiliki kemampuan numerasi tinggi. Kesimpulan dari penelitian ini adalah siswa dengan kemampuan numerasi tinggi juga sudah memenuhi ketiga indikator kemampuan numerasi. Siswa juga mampu memahami, menerapkan, dan bernalar dengan baik dalam menyelesaikan soal, dan siswa tidak mengalami kesulitan dalam soal dengan konteks personal, sosial budaya, maupun saintifik. Siswa kemampuan numerasi sedang dapat memenuhi 2 indikator kemampuan numerasi. Siswa juga mampu memahami dan menerapkan konsep pada soal, akan tetapi kesulitan dalam soal yang membutuhkan penalaran lebih lanjut, dan siswa lebih mudah mengerjakan soal dengan konteks personal dan sosial budaya, akan tetapi kesulitan dengan soal saintifik. Siswa kemampuan numerasi rendah mampu memenuhi 1 indikator kemampuan numerasi saja. Siswa juga pada proses kognitif mampu memahami soal, akan tetapi sulit menerapkan konsep dan melakukan penalaran, dan siswa KNR pada komponen konteks mampu mengerjakan soal dengan konteks personal, akan tetapi kesulitan dengan soal sosial budaya dan saintifik.
A Profile of Technological Pedagogical and Content Knowledge Components of Prospective Mathematics Teachers in Microteaching Practice Sudi Prayitno; Sri Subarinah; Laila Hayati; Dwi Novitasari; Ketut Ary Sunjaya
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.11268

Abstract

This study aims to describe the profile of Technological Pedagogical and Content Knowledge (TPACK) components of prospective mathematics teachers in microteaching practice. A descriptive quantitative approach was employed using a survey method. Data were collected through a TPACK questionnaire measured on a five-point Likert scale. The participants consisted of 71 Mathematics Education students enrolled in a microteaching course at the Faculty of Teacher Training and Education, Universitas Mataram. The data were analyzed descriptively to determine the level of TPACK mastery. The results show that the average score across the seven TPACK components reached 81.44%, which falls into the high category, indicating that prospective mathematics teachers generally demonstrate a strong foundation in technology, pedagogy, and content knowledge. Among the components, Technological Pedagogical Knowledge (TPK) obtained the highest mean score, while Content Knowledge (CK) showed a relatively lower score. These findings suggest that although prospective mathematics teachers perform well in individual and paired TPACK components, the holistic integration of technological, pedagogical, and content knowledge in microteaching contexts still requires further strengthening through more authentic and sustained teaching experiences.
Co-Authors Aena Malini Amrullah Amrullah Amrullah Amrullah Arjudin Arjudin Athuf Thaha Baidowi Baidowi Baiq Noviana Ekawati Baiq Suhadiati Handini Bq. Nerik Prawita Bustami Rahman Dwi Novitasari Dwi Novitasari Eka Kurniawan Emi Lara Safitri Esti Winda Sari Faridatul Wardi Gossani Puja Lestari Hapipi Hapipi Harry Soeprianto Herdiyanti, Herdiyanti Herman Firdaus I Gede Adhitya Wisnu Wardhana Ika Kurniawati Intan Rachmawati Iqrimi Ziarati Ivon Prawita Junaidi Junaidi Ketut Ary Sunjaya Ketut Sarjana Khafifah Ulumul Azri Kunim Sriati Linda Lestari Luna Febriani M. Adzan Akbar M. Khairul Miswari M. Satria Ramanda Mahyarani Mahyarani Mamika Ujianita Romdhini Mamika Ujianita Romdhini Mariya Sulastri Maysya Rizky Tri Juliana Muhamad Turmuzi Muhammad Arifuddin Muhammad Turmuzi Muhammda Faisal Khatami Munawarah Munawarah Mursali Wirejati Akbar Nani Kurniati NI MADE INTAN KERTIYANI Ni Made Intan Kertiyani Ni Nyoman Sriningsih Ni Nyoman Yustini Wikantari Nina Niarti Nunung Rusdiyawanti Nur Asiah Nur Wahyuningsih Nurhafizah Nurhafizah Nurlailis Kurniawati Nyoman Sridana Panggio Restu Wilujeng Patria Susetya Prangga Assmarqandi Putra Pratama Saputra R.M. Suryadi Tjekyan Ramlah Ramlah Rani Rizka Ramdani Riani Permatasari Rina Ardianti Rukmana Riska Dwi Setiawati Rosfita Karolina Salsabila, Nilza Humaira Sibtil Hasaniah Silma Safira Hifyatin Silvia Rizki Ayu Ningsih Siti Raudhatul Kamali Sri Subarinah Sripatmi Sripatmi Sudi Prayitno Surahman Surahman Surya Hadi Syahrul Azmi Syatia Perwira Darmawansyah Tabita Wahyu Triutami Tantawi D Tantawi D Tri Muhammad Rahmatullah Ulfa Lu’luilmaknun Ulfa Lu’luilmaknun Uswatun Hasanah Wahidaturrahmi, Wahidaturrahmi Wardatul Uyun Warnawati Warnawati Yomi Ramdhani Yuliana Yulis Tyaningsih, Ratna Yunita Ramdani